Principal Matters: The School Leader's Podcast with William D. Parker

Last week I talked a high school principal who told me she has already referred more students than normal to therapists and counselors for social emotional supports for this time of year. I imagine you are more aware than ever the anxiety surrounding the start of school for so many families. In addition, you have the added stress of trying reach families who may not be reaching back to you or who may be struggling with protocols or distance learning because of unknown barriers. For instance, how are you reaching out to families whose language or cultural situations may create additional barriers to doing school during a pandemic? This week, I want to share a conversation with one of three authors who recently published the brief, Supports for Students in Immigrant Families. Together we talk about the factors influencing education opportunities for children in immigrant families, what schools should be doing to serve them, and what practices school leaders should be avoiding.  Meet Carolyn Sattin-Bajaj Carolyn Sattin-Bajaj is an Associate Professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. Her research focuses on issues of educational access and equity for immigrant-origin students. Her work includes studies of school choice policies, the educational impacts of immigration enforcement, and school leaders’ responses to xenophobia and racism in schools. Carolyn is author of Unaccompanied Minors: Immigrant Youth, School Choice, and the Pursuit of Equity, Matching Students to Opportunity: Expanding College Choice, Access and Quality (co-editor), Blueprint for School System Transformation: A Vision for Comprehensive Reform in Milwaukee and Beyond (co-editor) and Educating the Whole Child for the Whole World: The Ross School Model and Education for the Global Era (co-editor). She earned a Ph.D. and M.A. in international education from New York University. Prior to earning her doctorate, Carolyn worked on secondary school reform at the New York City Department of Education. Supporting Students from Immigrant Families: You can listen to the entire podcast episode for more helpful explanations and additional content. Below is a short summary of our conversation: WDP: Welcome to Principal Matters. Fill in the gaps on that intro and tell us something else that may surprise listeners to know about you. Carolyn: I’m originally from Connecticut, now living in California. In 2018-2019, I lived in Sydney and interviewed school leaders in New South Wales about ways they are dealing with racism.  WDP: What prompted you and other researchers to publish Supports for Students in Immigrant Families?  Carolyn: This brief is part of a series of briefs being released by the Annenberg Institute at Brown University, partnering with Results for America as part of a larger initiative called EdResearch for Recovery. It started by reaching out to educators to find out what they were thinking about and asking where they needed help when planning for the re-opening of schools. Supports for immigrant students was one of the buckets of concerns that came up, so I was invited to work on a brief for supports for students in immigrant families along with Veronica Boix-Mansilla and Adam Strom. We came together to break down the issue and bring together research-based strategies for working with immigrant families (and those that districts should avoid).  WDP: As school leaders are reopening schools in a variety of ways during a pandemic, what are some key insights they should keep in mind? Carolyn: Children in immigrant families include both first or second generation immigrants. First generation refers to children who themselves are immigrants, while second generation means U.S.-born children of immigrants. In total, 14% of the U.S. population are immigrants and 25% of school-aged children in the U.S. are immigrant-origin, but only around 10% of these students are immigrants themselves (first generation).  Communication is front and center of supporting children in immigrant families. If students cannot access information, they cannot engage. Schools cannot rely on just one mode of communication. Use various modes, and when possible, in the languages of the people whom you are trying to reach. Religious and social organizations are potential partners for schools seeking to reach immigrant families as well.  Also, consider your policies on distance learning. What if seven people are living in a one bedroom apartment? A child may not want to have his or her video on during distance learning if they or their family members don’t feel their privacy is protected. The more you can create advisory groups of people you are serving, you may be aware of some unintended consequences of distance learning policies and practices. Schools should also consider the implications of expecting a major role for parents in supervising and helping children with school work at home. If a parent is not familiar with the types of assignments or is unable for any number of reasons (language barrier, education level, work demands) to help, school may want to readjust the kinds of work you are assigning or ensure that after-school and tutoring supports are offered. Also, keep in mind the kinds of trauma and anxiety immigrant students are facing. The pandemic has compounded many of the issues, including fear of deportation, that many families were facing before the pandemic. How can we make sure they have the emotional supports they need? WDP: I believe your last book focuses on the mixed results of school choice options in New York City. With more states moving toward school choice options, what takeaways have you seen for diverse populations and state policies? Carolyn: A common thread between my former work and what is happening now is the assumption that creating an opportunity means that everyone has equal access to that opportunity. As a school choice researcher, I explore how to make opportunities more equitable. Applying that to the pandemic, consider what happens when a school provides a student with an iPad. Giving kids an iPad doesn’t mean you’ve solved all the problems. What if they do not have access to Wifi? We must understand the implications of the decisions we are making, and the obstacles are not evenly distributed.  In terms of best reaching students and families and meeting their needs, so much of this is relationship driven. By relying on trusted figures within your school community, you may be able to leverage those relationships as well to make sure you are reaching all students.  WDP: Thank you so much for sharing these takeaways with Principal Matters listeners. Where can listeners find more information or connect with your work? Carolyn: The best way to stay connected is through the UC Santa Barbara, the Gervitz School faculty website. Look for Dr. Carolyn Sattin-Bajaj. Let’s Wrap This Up As you are beginning your new school year (in whatever way that looks for you), I am sure your teachers and staff are excited to reconnect with students. Schools across the U.S. are experiencing the joys and anxieties of serving during a pandemic. One question I’m sure you are also asking is: Who is not here? Now It’s Your Turn If you have students from immigrant families, how can you reach out to those family members in ways they may better understand? Who are trusted persons from within the community who may be a strong liaisons from your school? What other supports than just technology may families need in order to make learning work during a pandemic? Thanks again for serving your school communities and doing what matters! The post PMP209: Supporting Students from Immigrant Families in a Pandemic appeared first on Principal Matters.

This is the time of year when the green stalks of corn begin to brown and yellow, and the once moist kernels begin to harden into dry grain. Photo by Arne Hendriks – Creative Commons Attribution License  https://www.flickr.com/photos/31774856@N00 If you’ve ever shucked corn, you may know the difference between the sweet smell of corn-on-the-cob versus the drier, dusty smell of corn harvested in the fall. When I was a boy, my granddaddy would pull an ear of corn from a nearby stalk and peel down the feathery husks. Then he’d hand it to me and say, “Take a bite. When it’s young like this, it’s kind of sweet.” I’d take a bite and be surprised by the little bursts of flavor even in kernels that had not yet been cooked. Later in the fall, I’d climb into the cab of his John Deere combine tractor, and watch as the rows of stalk and corn were combed into the bowels of what I thought was a magic machine. With rumblings and racketing sounds, the combine would cut and thresh the grain, shooting clean piles of golden corn into an awaiting tank. Seasons help us keep time. And this time of the year, I not only miss memories of watching my grandad at work, but I’m also missing the normal rhythms of school. During normal times, buses run in lines down community streets. Family vehicles line up in front of schools to drop off children. Boys and girls wrangle thick backpacks, band instruments or sacks of lunches while weaving and stumbling their ways into buildings.  During normal times, principals stand out front to wave at parents and say hello as they deposit these motley crews of treasured love and labor at the school house doors. Teachers stand proudly outside their classroom doors to greet them with high-fives or fist-bumps. Crossing guards move them across busy sidewalks, and cafeteria workers usher them through long lunch lines. Remember those times? When life seemed so normal with the rhythms of schools, work, business and activiites all intertwined into what we used to know as life in general? And during those past seasons, you saw lots of faces without masks or shields. Changes Rhythms But this year, our rhythms are not all the same. Some schools have opened for in-person instruction with a variety of protocols involving masks or disinfectants. Others are providing remote learning options. Some families have their children in full time virtual learning. Even schools that have started back in person are doing so with various levels of success and challenges. But whatever choices they have made, they cannot stop the arrival of the start of school – in whatever form they are experiencing. Some schools are cancelling band programs while others are moving forward with specialized bags over instruments that can be sanitized between classes. Many schools have set up lanes in hallways so traffic only moves one way. Others are concerned about safety protocols for outside activities. As more teachers want students in outside places, school officials wrestle with how to ensure adequate supervision. Some districts are cancelling extra-curricular activities all together while others are still on schedule for after school events.  I’ve talked to high school principals whose lunchtimes mean students are staggering times so fewer kids eat together. Others in middle and elementary years have students eating in rooms with teachers and assigned classmates. Some schools are extending advisory periods so that the incremental time increases allow longer times for students to begin their days with just one teacher.  Keeping the Enthusiasm In whatever ways schools are beginning, some changes cannot alter the enthusiasm of welcoming back teachers to a new year. Welcome-back signs and chalk drawn sidewalks are still boasting “We love you” messages to educators re-entering their schools for professional training or for first-time returns to their classrooms. Students are waking up early again, some logging into Zoom meetings while others are showing up on campuses to re-engage with old friends.  I bet it is safe to say that no matter what hybrid or in-person approaches you have chosen, no one has been able to suppress the energy or enthusiasm that comes with the return of school. Even kids with at-home lessons have been busy organizing school supplies. Others are writing out schedules to tape to walls or refrigerator doors. Students are nervously logging in and texting quick messages to friends about which teachers they’ve been assigned. The school season is here — even if the crop looks different this year than any other we’ve ever witnessed before. Welcoming Back Teachers And how are principals facing both the celebrations and challenges of this new season? Just like in “normal” years, principals are staying creative. At a recent virtual Mastermind meeting with principals from across the nation, I asked them how they are welcoming back teachers. They shared several ways they are keeping spirits high with their own staff.  Here are a few ideas they shared: Buying T-shirts, and handing out 1, 5, 10, 20 year recognitions, pins, hats, mugs, and sweatshirtsDividing staff among the admin team and making phone calls to every person on staffCreating a Padlet so that staff can drop in ideas, questions on any topicUsing digital chats before school starts – voluntary meetings that rebuild communityBeing a liaison to new teachers, creating welcoming moments by inviting them to ask questions and providing time to give them answersWriting personal notes to staff to welcome them backUsing humor – like wearing goggles or funny costumes in virtual meeting or in-person meetings!Thinking ahead – using social media campaigns to introduce teachers to their community with photos or “five things to know” sections in newsletters about each teacherSetting up a chocolate station for teachers who are back in-person by making a bowl of chocolates available anytime they want to stop by! What about teachers afraid to return? Principals have told me: First, follow protocols for human resources or mental health support if needed. Second, just listen. Support and validate their thoughts, feelings, and let them know you are in this together. Celebrations and Challenges Just today I reached out to several principals who are already back in school or whose students have begun remote learning. They have experienced both celebrations and challenges in their first days. Here are responses from principals in different opening scenarios here in my home state of Oklahoma: Middle School In-Person with At-Home Option Instruction: “Our middle school has had 0 positive cases reported at school. We only have 6 out for exposure, but these were away from school. Adding an extra lunch has reduced the time in cafeteria and number of students within 6 ft. of one another. Our teachers have done a fantastic job presenting instruction on Canvas. At minimum, we have two direct instruction lessons for our online learners (Zoom, Canvas, YouTube, iPad). Significant improvements! Challenges: We struggled earlier with how to code absences, how to handle a report of exposure, how to legally tell teachers that kids would not be gone due to exposure, contract tracing. We have addressed those concerns, and we are now in a good spot!” — Kyle Hilterbran, Clinton Middle School High School, Beginning with Remote-Learning Instruction: “Hey Will. Overall, lots have been accomplished and I’m proud of our staff, students and community. Since we’re in distance learning, our biggest challenges have been communications (always difficult to reach everyone regardless of how many methods you use), overwhelming parents with emails and schedules from multiple teachers for the same student, SPED placements and accommodations, and EL needs where distance learning isn’t appropriate. HOWEVER, I’m super proud of how our teachers have been leveraging Canvas, Loom, Google Meets, and other online applications. It’s been impressive.” — David Beiler, Jenks High School   High School – Hybrid (In-Person and At-Home Options) “It’s great. Celebration is definitely having kids back in the building. I think they are as glad to be here as we are. The mandatory mask has been a non-issue for kids. Challenge is supporting overwhelmed teachers who are teaching virtual as well as in person classes. They are accustomed to being great at what they do and it’s frustrating for them to have so many new processes and unknowns. I’m also grateful to work in a district with amazing leadership and community support. Thanks for checking in!” — LaDonna Chancellor, Bartlesville High School Let’s Wrap This Up As a boy, I really enjoyed when the combine tractor pulled up beside the grain truck to empty its tank into the open bed of the truck through an extended pipe. The grain would shoot out in streams – a golden blur that bounced off the metal floor, the sound of ricocheting corn-bullets, ting, tinging until slowly changing into a softer muffle of growing piles of yellow. When the tank was finally emptied, if I was lucky, my granddad would let me climb the ladder up the side of the grain truck and slide my feet into the awaiting mass. To him that grain meant money. To me it was a treasure hoard for climbing and digging. As you think about the start of school, I bet you feel both the excitement of the challenges and celebrations that are ahead. Perhaps you’ve already begun classes. Or perhaps you are days away from launching. Either way, my guess is that no matter what happens, no amount of protocols or hybrid approaches can muffle the excitement in store for you – the treasure store of students and teachers, the relationships that make school meaningful. When you reconnect with your school community, you rediscover the joy and the reason you worked so hard this summer. Now It’s Your Turn I’d love to hear feedback from how you and your school community is managing the start of school. What ways can you share out those positive moments with your school community even while managing the difficult ones? I would be honored to hear how the start of school is going for you. Could you email me a quick heads message of the celebrations and challenges you are experiencing? Thanks again for doing what matters! Free Video Gift An encouraging message for education leaders starting a new school year! Several days ago, a contact at Ohio’s State Department of Education reached out to see if I’d be able to share a welcome-back video with principals. Since I provided it complimentary, I wanted to make it available for Principal Matters friends as well. It’s called Why Your Leadership Still Matters. You may recognize several of the stories and examples from previous podcast episodes. If you find it helpful, please share it with other school leaders! The post PMP208: New School Year Celebrations and Challenges appeared first on Principal Matters.

Last week I was in a conversation with a principal from South Carolina, a member of a Mastermind for Reopening Schools that I have been leading. Photo by Volodymyr Hryshchenko – Creative Commons No known copyright restrictions https://unsplash.com/@lunarts?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Each week more than a dozen principals join me from across the U.S. to discuss the specific scenarios unique to their own school communities while beginning the new semester during a pandemic. The principal from South Carolina shared some data from his school with the rest of the group. His school has offered students the option of returning to in-person instruction or receiving their instruction virtually from home. When he looked at the percentages of students staying home, his numbers matched what I had heard from many others, representing around 30% of his total population. Surprising Demographic Data When he broke down his numbers by demographics; however, he saw something surprising. 48% of his black students are planning to stay home while 52% are planning to return in-person. The same trend was present in his Hispanic student population. But when he looked at his white student population, 20% were staying home while 80% had elected to return to school. When I asked him to reflect on these percentages, he told me some feedback he had been observing: First, many of his minority families depend on buses for transportation. Whereas white families were more apt to drive their students to school during a pandemic, some of his minority students did not have that option. Second, many children in the minority families live with grandparents, aunts, uncles, or in families with mixed generation members. Their concerns of infecting older family members seemed more pronounced. Third, many of his minority families have less access to high quality health care. The possibility of infection or hospitalization are leading some of them to difficult decisions in finding care or the fear of facing financial hardship if they do so. Possible National Trends As I have thought about these numbers, I came across a recent article from August 7, 2020 in the Hechinger Report, Why Black Families are Choosing to Keep Their Kids Remote When Schools Open, by Bracey Harris. In this article Harris explains the similar trends school leaders are seeing in Oxford, Mississippi. She has found data suggesting this may be a trend across the nation. “Almost 70 percent of Black households with school-aged children said they support or strongly support keeping all instruction online, according to a recent poll. Only 32 percent of white parents indicated the same,” Harris reports. As more schools begin to open nationwide, we may find these trends are more pronounced than school leaders realized. These numbers have caused me to think about some of the other statements I have heard about why schools must re-open. Many leaders have reminded us that re-opening schools is the best way to serve our most disenfranchised or marginalized community members. While it is true that our schools are often the best options for providing equity to communities, the emerging numbers may suggest that these same students are the ones most concerned about returning during a pandemic. If this is this case, then school leaders have another question to keep in mind during this new semester: how we do take extra measures to contact and to support those families who choose not to return, even when we are able to re-open schools? This may look different from community to community. But here are a few ideas to keep in mind: Begin calling trees to touch base with families who have chosen not to return. Make home visits to check on students and families to make sure they have supports and resources needed. Partner with area churches or youth organizations to provide an extra layer of contact and follow-up with families. Whatever the scenario you face in your own community, as you work hard to provide service during a pandemic, keep in mind the mission that drives you during “normal” times is still the same now: Reaching all students. Lessons from History A few weeks ago, I finished a summer reading project: Open Wide the Freedom Gates, A Memoir by Dorothy Height. I was humbled and convicted that I was unfamiliar with the story of this brave American hero. A civil rights leader through several decades, Dorthy Height worked closely with Mary McLeod Bethune. She collaborated with Eleanor Roosevelt, met Martin Luther King, Jr., when he was 14 years old, and became a powerful influencer, advisor to several presidents, and an advocate for minorities and women’s rights around the world. Reading her book reminded me that the calls for equity in our communities and schools has been happening long before the current national conversation. I was also reminded that the systems and institutions that exist in our school communities have histories that existed long before we ever arrived at our schools.  These systems are also at play during a pandemic, and it is the responsibility of the school leader to keep them in sight even while moving forward into uncharted territory. Let’s Wrap This Up In the days and weeks ahead, you will be leading in ways you’ve never had to lead before. Until this school year, no one has ever opened a school during a modern pandemic. Some leaders are already experiencing successful school openings with masks and safety protocols in place. Others have begun in-person but had to pivot home after several new outbreaks of COVID-19. Many schools are beginning with all students at home while waiting for community spread to decrease. Now It’s Your Turn From my conversations with school leaders, I know you are moving forward with courage and compassion. I know you are listening to your community members. And I know you are keeping students’ best interest as the center of your decision making. But as you move forward in the days ahead, take time to also look at the broader trends within your own school community. If you are seeing certain students or families who may be less engaged in the days ahead, what measures or strategies will you employ to reach out and communicate with them? Let’s ensure that the widening gaps of learning that existed before the pandemic are not widened even more. Let’s keep our eyes on equity in education even during a pandemic. The post PMP207: Equity in Education During a Pandemic appeared first on Principal Matters.

Especially during difficult times, leaders need support from other leaders. Photo by Clay Banks – Creative Commons No known copyright restrictions https://unsplash.com/@claybanks?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Each week this past year, I have been hosting virtual one-hour conversations with select groups of school leaders through Principal Matters Masterminds. Together we have studied books, provided times for self-reflection, and allowed leaders to take turns in “hot-seat” opportunities. The result? I have built new friendships and found new ideas for my own leadership practices. Others tell me that they have a newfound inspiration for their own practices. Together we have a shared sense of unity and collaboration in serving others. Have you ever thought about placing yourself into a setting where others consistently challenge you to grow, encourage you to reach goals, and provide you a confidential setting for feedback and problem solving? Maybe you are already a part of a professional learning community like this. Or perhaps you are already serving on a team that provides this context. If not, a Mastermind may be a possibility to consider as a way to intentionally commit to this kind of personal and professional development. Meet Anthony Fisher Anthony Fisher, M.Ed. is the Principal and Chief Academic Officer of Dayton Business Technology High School, a high school dedicated to helping older secondary students with credit recovery, leadership skills, lifelong learning and community stewardship – all within the context of curriculum focused on the business and technology aspects of careers. In this week’s conversation, Anthony talks about lessons he has learned in leading a school for challenged youth who require both meaningful relationships and resilience to meet their goals.  He also talks about the power of being in a Principal Matters Mastermind – how it has has played a role in his own leadership and expanded his capacity to more effectively serve his school community. Here are some takeaways from the conversation: WDP: First, can you tell us more about your school and its mission? Anthony:  We are a credit-recovery program for youth 16-21 years of age. As a community school, in downtown Dayton, our location places our students into a unique surrounding – they see both the benefits and consequences of life right outside the doors of our school. In a partnership with St. Clair Community College, Montgomery County Career Services, and others, our teachers help students discover how to solve problems and tie all content to five pillars: food, shelter, clothing, health and finance. Our goal of the school is equip students with the ability to manage each of these areas of life with knowledge, skill and community partnership. Then learn how to apply these lessons to the business and technologies of whatever careers they are interested in pursuing. WDP: What prompted you to join a Mastermind? Anthony:  A Mastermind is like a panoramic view to leadership. Think what it is like to march in a parade. It’s easy to get caught up in the moment. Most leaders are marching along in the middle of a “school parade” without really knowing what it looks like from the outside. A Mastermind allows you to identify your work from the outside and find tools for improving your ability on the inside. It is an opportunity to let your hair down, connect with people who are of a like mind, and it gives you a safe place to communicate your concerns. A Mastermind gives you more tools as well as a community of people who care about a focus on learning, celebrating the positive and identifying places where you can improve. WDP: What lessons from the Mastermind have helped you grow? Anthony: We have read several books: Blink by Malcolm Gladwell, Transforming School Cultures by Anthony Muhammad, and 5-Voices by Jeremy Kubicek. Blink helped me understand hidden biases. 5 Voices helped me better understand my team. Each book has provided new perspective, but Tranforming School Cultures by Anthony Muhammad has really helped. I has literally been like a Bible of information I could take and immediately apply to my school – like having a whole new toolbelt as a leader. WDP: How has self-reflection helped you each week? Anthony: Self-reflection keeps you honest! A wise person once told me, ‘Responsibility is simply your ability to respond,’ and each week our Mastermind requires you to respond. Each week you reflect on your connections to students, your healthy choices, your self-growth and your care for loved ones. After several months of this, you begin to change.  WDP: What have been the benefits of ‘hot-seat’ moments? Anthony: What we talk about is confidential. In a Mastermind, we work with each other, not for each other. As a result, you realize you’re not the only one experiencing a specific hardship. Those moments help us stay relevant. Through qualifying questions and clarifications, you explore language to help you see your team members better. In environments that are highly political and stressful, a Mastermind gives you safe place where you can get real. WDP: What kind of people woud you encourage to join a Mastermind? Anthony: Believers are required. In other words, a group of people like this works with individuals who can relate to the experiences of one another, share each other’s experiences, and not judge one another as you strive to become the best administrator while not becoming jaded. It takes you higher. This is not a traditional training because it requires a commitment. You always get more out of it than the hour you put in.  WDP: What story helps you remember why your work matters? Anthony: Years ago, I told my students ‘You are the future leaders of America whether you want to be or not.’ One of these days, I’m  going to be old, and I’ll be at the grocery store and see a student. Will he turn away from me or toward me? How you invest in students, their neighborhood, and their knowledge – this will determine if you have earned their respect. And someday you’re going to be depending on these students to be your future leaders. Will your investment in them make that possible? The future of this country is the youth of this country. That’s why school leadership matters to me. Let’s Wrap This Up What ways are you intentionally growing in leadership development? Have you ever considered being a part of a Mastermind? Whether you do that through a long-term commitment like the one Anthony discovered in a Principal Matters Mastermind, or discover a similar experience through another PLN, make it a commitment to keep learning even as you manage the difficulties of school leadership this year.  Learn more about openings in Principal Matters Mastermind groups this fall. Or reach out at will@williamdparker.com for more information.  Now It’s Your Turn At the end of this week’s podcast episode, Anthony and I add some bonus minutes talking about serving students during a pandemic. Listen to the entire episode for more takeaways! A big thanks to Mr. Anthony Fisher for sharing his inspiring leadership stories and reminding us that what you do matters! If you’d like to contact Anthony, he can be reached at afisher@datyontech.org or at his school’s website: https://www.daytontech.org. The post PMP206: Growing Through a Mastermind with Anthony Fisher appeared first on Principal Matters.

Jenny is a returning student at her high school. She has a part-time job which keeps her up late most nights.  Photo by JESHOOTS.COM – Creative Commons No known copyright restrictions https://unsplash.com/@jeshoots?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit When her school opens this fall, she knows remote-learning is the option until her building opens again. She calls the school but gets a busy signal. Then she uses her iPhone to log into the school’s website. It’s confusing, but she finds a link for her counselor’s email and sends a short message asking for help. A few days later, she misses a call. The voicemail is her school counselor telling her she has a schedule for her and needs to check her email. Jenny checks her email. She sees she has been assigned six virtual classes. But she has more questions than answers. When should she login each day? How much time should she spend on each subject? Who will monitor her classes and follow-up with her? Will these be her same teachers once her school reopens? She is still working her part-time job, so she puts off figuring it out till the first day of school is scheduled. That morning, she wakes up late and logs in. She checks her email and sees she has several emails from teachers with a variety of messages and instructions. She feels overwhelmed.  So she logs back into her virtual schedule and clicks on her first class, Algebra II, with Mr. Samuels. She doesn’t recognize the name. Maybe he’s one of the new teachers.  She sees the class has both online lessons and links to live virtual sessions with Mr. Samuels. She has already missed his first live session. She’s flush with frustration. How is she supposed to figure out how to wade through the different classes, assignments and virtual meetings? By this time, she has texted several friends. They are as confused as she is. One of them tells her she received a sample daily schedule from another teacher and will share a screen shot with her. Jenny is frustrated and hoping the rest of her first day of school is not this confusing. Keeping students front-and-center As impossible as this year may seem with the choices involved in distant learning, it is important to keep in mind who is at the end of all the preparation: students. You have students returning to school from all kinds of backgrounds and experiences. Some of them will have supportive guardians. Others won’t. Of course, as principals you also serve teachers, staff and parents with more questions and concerns than you may have answers for at present. How can you be ready for all of them? Questions every student is asking on the first day How you prepare for students on their first day of school can either help or hurt their experiences for the rest of the school year. Since many schools are attempting hybrid learning approaches for the first time, give yourself grace in knowing you won’t do it perfectly. But keep some enduring lessons in mind. Harry Wong, author of The First Days of School: How to Be an Effective Teacher, reminds us of seven questions every student asks about his or her teachers: 1. Am I in the right room? 2. Where am I supposed to sit? 3. Who is the teacher as a person? 4. Will the teacher treat me as a human being? 5. What are the rules in this classroom? 6. What will I be doing this year? 7. How will I be graded? Now let’s apply those to the current situation of schools re-opening. Some of those questions may need to rephrased, but as you work out your plans for communicating with students and families, keep those simple questions front-and-center. Perhaps you will do this in a helpful FAQ handout that can be posted on your website and mailed to every family. Maybe you can divide students into lists and call each one until you’ve talked to him/her or a family member to go over these questions. Perhaps you can host orientation meetings with small groups by alphabet with everyone in masks and socially distanced.  Whatever strategy you use, make it a goal to put students at ease with answers to the most basic questions about their school day. Questions every teacher and staff person asks on the first day But students aren’t the only ones who need clarity. Your teachers and staff also want to know some questions that only school leaders can answer. And their questions will be even more specific. Think about Harry Wong’s questions from the perspective of your teachers and staff who will be asking: 1. What is my schedule, class roster, and when will I receive it? 2. What extra duties, assignments or activities might I expect and what new safety guidelines should I expect? 3. Who is my administrator as a person and how can I communicate with him/her even if we are not physically in school? 4. Will my school leader help me and treat me as a human being? 5. What are the new expectations, protocols, procedures, and policies in our school? 6. What am I expected to accomplish this year in the classroom and other duties? 7. How will I be observed, evaluated, mentored, graded or coached? Tips for school leaders preparing for school – even in a pandemic In addition to these basic questions, teachers will want a platform to ask pressing questions on ‘what-if’ scenarios. How will you accomplish this? Just as you keep students in mind, think about how you will prepare teachers. Create an FAQ for teachers (just like you do for students). This may be helpful to email or mail them ahead of time. Place this on your website for staff or share via Google Docs. The same information is helpful for guardians and family members. Here is an example of the back-to-school web-page for the district where my own children attend. 6 tips for returning to school (in-person or distance learning). Whatever situation you may be facing this semester, here are six other ideas to keep in mind: 1. Build and re-build relationships. As teachers, staff or parents returning to work, how are you reconnecting with them? If possible, call your teachers before school begins to reconnect and remind them that you may not have all the answers, but you are in this together and will find solutions together. Don’t just focus on work. Whether it’s hearing about summer trips, family updates, or meaningful moments in their lives, these conversations are important for building trust. They also open questions your teammates may have that are important for you to answer before school begins. 2. Utilize technology and social media. Some teachers may want to connect via Zoom or Google Hangouts with you. Stay active in posting helpful reminders on your social media feeds. Whether you are using your school website, school-wide communication apps, or social media — share out important announcements and reminders various times before school begins to set expectations for the new school year. 3. Organize and manage accordingly – Plan ahead!  Obviously, no system will be perfect, but as you move into a school year, it is important to keep a list of to-do’s for your team and yourself. One way to do this is to look at the list of to-do’s from your past start the year. How can you modify it for the changes going into this one?  Go through last year’s calendar to see if you’re missing anything. What events do you already anticipate will be cancelled or can be reschedule? Rely on a team (secretaries, assistants, lead teachers) who can help you stay on track as well. 4. Clearly define responsibilities. Even as you work on  expectations for teachers, don’t forget about non-instrucational staff. Reach out to each staff member to discuss well-defined key responsiblity areas for them as well. If you use Key Responsiblity lists, consider re-doing them for the unique expectations. Ask what responsibilities can be removed or replaced. With teachers and staff, don’t be afraid to say what is expected and providing it in writing.  5. Manage high anxiety – including your own. Everyone is anxious (in good or bad ways) about the start of school, and this year the stress levels will be higher than ever. For better or worse, your community will be looking to the principal to set the tone. So manage the high anxiety by demonstrating a sense of calm and reassurance. One way to do this is by including celebration in your welcome-back – even if this is done virtually. Send a card or gift to welcome back your staff.  Communicate positivity, and reassure them again and again that it can still be a great year and you are in this together. While you are at it, keep practicing your own healthy habits so you have energy and focus in the days ahead. 6. Host virtual or in-perons orientation meetings. New teachers, old teachers, new students, returning students, new parents — you will have several groups who need to be welcomed in orientation meetings. Some principals are setting these up in small, socially distanced events. Each school will have different needs, and each new person or group entering your school will have different needs, but the goals are the same: communication clear expectations, be positive, and be available to answer questions.  Mastermind Takeaways Let’s reimagine our first day with our student, Jen. As you think about how to anticipate her needs, what would a great day look like for her instead? In this week’s podcast episode, I include a few minutes from a one-hour conversation with principals participating in the Principal Matters ReOpening Mastermind. Listen-in for more great ideas and takeaways. Below are some more ideas generated from those conversations: Additional Checklists for the School Leader’s First-Days of School Here are some additional questions to ask as you start the school year: ·    Have you posted “Welcome Back” signage at school or online? ·      Have you included maps of your school for new students or FAQ’s for remote options? ·      For in-person or schedule/device pick-up days: is signage clear and visible throughout the building? ·      Have you shared master schedules in advance with teachers? ·      What are your established arriving/departing protocols and routines? ·      Did you update and plan for consistently implemented policies and procedures? ·      Have parents and students been invited to an orientation or open-house before school (in-person or virtually)? ·      Is your school website updated with current calendars and a welcome back message for parents and key information they should know? ·      Have you updated and shared duty-rosters, activities and/or game calendars for teachers if applicable? ·      Does your own work calendar include dates for state reports, observations, evaluations, and team-meetings? Let’s Wrap This Up As you think through your school-wide processes from the fresh perspective of a student, parent or teacher, it is easy to feel overwhelmed. But decide what steps to take moving forward so that everyone in your school or organization has clarity on what to expect. Make a list, and begin to work through these to-do’s one at a time. And ask your staff and teachers for input and help. Of course, also remember that creating the best “first days” for students and staff is also realizing your school members need many of these questions answered every day. Now It’s Your Turn Take time to reflect on the above questions, tips, and checklist. What are some steps you can be taking right now to prepare for a great school year? How can you keep the perspective of your students, teachers, staff, and parents in mind in each part of your preparation? Don’t do this alone. Who can you include on your team in accomplishing these goals? *Reference: Wong, Harry and Rosemary T. Wong, THE First Days of School: How to Be an Effective Teacher, 2018. The post PMP205: Preparing the Start-of-School Year in a Pandemic appeared first on Principal Matters.

This week I did my first in-person meeting with a group of fellow-school leaders as they plan for the beginning of a new school year. Photo by Brad Barmore – Creative Commons No known copyright restrictions https://unsplash.com/@bradbarmore?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit The team of administrators sat in a room with tables at appropriate distances, and we wore masks. Whenever I wear a mask, my glasses become foggy. So I held my glasses in one hand while we talked through topics on school culture, planning for the upcoming year, supporting teachers in the “new norms” ahead. As we took turns sharing ideas and reflecting together, I noticed how different interactions can be wearing masks. We couldn’t see mouths or full facial expressions. We had to talk talk louder than normal and really enunciate words. But as the session continued, everyone seemed to become less mask-distracted and more focused on discussions and problem solving. In the weeks and months ahead, I don’t know what is in store for you. You may be alternating days students come to school. Or perhaps your district is beginning with all students in remote learning. Maybe you are in a location where in-person is beginning with blended or virtual options together.  As I’ve connected with leaders in my own state and across the U.S., I am hearing so many different plans. But all of them have one thing in common: No one has ever done school like this before. We are all Tweeners. In Dr. Anthony Muhammad’s excellent book, Transforming School Culture: How to Overcome Staff Division (Leading the Four Types of Teachers and Creating a Positive School Culture), he identifies four types of educators who make up the culture of any school. He calls them Believers, Tweeners, Survivors, and Fundamentalists.  Check out PMP202 if you want to hear Dr. Muhammad explain each category in our interview together. But for the sake of this post, I want to remind you that a Tweener is someone new to the profession, impressionable, and looking for feedback. A Tweener is also most susceptible to the healthy or toxic cultures he or she encounters. In other words, Tweener educators most need mentors who are optimistic and encouraging because they are desperately searching for their own identity in their new surroundings. A good fellow-educator can be a lifeline for a Tweener who needs strong role-modeling and encouragement in his or her first year. Educators have a unique challenge this year, however. Even though some are more experienced than others or have weathered crises in the past, no one has weathered a global pandemic of this proportion in our lifetime. Let me be clear. Optimism and hope are essential if we are going to lead forward during the days ahead. It doesn’t mean you cannot be transparent or admit your disappointment or frustrations. But it does require a commitment. The ability for you to lead forward with hope will often be the catalyst that drives your school culture. Don’t get me wrong. You are not responsible for the attitude of others. But your attitude does affect others, like it or not. So ask yourself some important questions: Is my attitude one of hope or resignation? Do I believe we have the capacity to serve children in the days ahead, no matter what? Am I willing to look for the next solution even if that means shifting plans that no longer work?  This will not be easy. But easy does not require leadership. Overcoming difficulty does.  Mountain Climbing A few weeks ago, my family and I drove west for a few days in the national parks near Moab, Utah. It was a great time to social distance, walk the long trails in red canyons, and take a break from computer screens and the stress of current events. Just above Moab are the La Sal Mountain range. My 14-year old son Jack, and I love mountain hiking, and we planned one morning to see if we could summit a nearby peak.  The morning of our climb, we arrived at the trail head shortly after sun-up. The day before, the weather had been in the 90’s, fahrenheit, as we visited the canyons near Moab. But when we sumitted the hills of the La Sal Mountain range, the temperature kept dropping with the elevation. When we stepped out of our car, it was 32 degrees Fahrenheit, and the forest floor was covered in a light coating of snow. “You sure you want to make this climb?” I asked him. We had packed water for 8-10 hours, but we were wearing shorts, thin shirts, hoodies and ball caps. We hadn’t packed gloves or windbreakers. “We can do this,” he said. So with backpacks filled with water bladders and snacks, we headed into the trail. Our goal was Mann’s Peak, a little more than 11,000 feet at the top, and the trail head began about 2.5 miles from the ascent. This meant with elevation changes, switchbacks and navigating through snow, we’d reach the top in about 4 hours. If you’ve climbed in elevation before, you know that the beginning is usually the easy part. But as oxygen becomes thinner, the climb progressively becomes harder. We were mesmerized by the beauty of pines, rambling creeks, and occasional deer. Later the trees changed to Aspen and large swaths were fallen or broken from avalanches that had occurred during winter months. Thankfully, the weather warmed as we hiked. When we hit the switchbacks, however, our climbing slowed. We could see the tree lines above us, and as we climbed, I began using a walking stick to support me. Jack climbed like a young deer, his fourteen year old legs carrying him carelessly along. But my 51-year-old legs, although used to my normal running schedule, could not keep up. Mostly it was the breathing that stopped me.  At one point in our climb, I was struggling to breathe. So Jack waited for me to catch up. “See that bush just ahead?” he asked. “Let’s make it there and we’ll stop again.” That became our pattern. Jack would march ahead. I would take one heavy step after another, leaning on my walking stick like and plod along until I could catch up. Finally, we made it above the tree lines. Looking back below us, you could see the winding trails running through valleys, trees, and into the green miles below us. We could see several peaks along hills that formed the saddleback above the treeline. But just then the winds picked up. Without the cover of trees, we were exposed to a bitter wind that blew so hard we had to hold our hats onto our heads so they didn’t blow away. And the temperatures were colder above the treeline. I could feel my fingers going numb. Jack and I looked at each other.  “Listen,” I said, “The way forward will be pretty painful. Are you up for this?”  We looked at the ridge of peaks, and Jack pointed to the closest one.  “Let’s just make it to the top of the closest one,” he said, “Then we’ll move back down into the treeline. It’s too cold to stay up here long.” “Let’s do it,” I said.  Jack took off like a deer again. Up the rocks he began to climb. The first peak soon turned completely into a stone ascent of small boulders, each still covered in white from snow. He climbed ahead, and I followed. The biggest challenge was not being able to stand upright. In order to move ahead, we had to bear crawl, using our hands and our feet to move up the rocks. I could feel my fingers growing colder. I grabbed my hat and held it in my right hand as a glove while I crawled.  Before long Jack had lengthened the distance between us. I looked up to see him standing near the top of the peak. He had turned to look at me. Just then the sun over his shoulder to the east pierced through the clouds. As Jack stood there silhouetted against the rocky, snowy face of those rocks, I noticed he was wearing a mask. Because of COVID alerts, we had placed surgical masks in our pockets in case we ran into other hikers. I grabbed mine from my pocket and put it on as well. Suddenly, Jack was standing beside me. He had come back down from the hill. “Dad, it’s too cold,” he said. “I don’t think we’ll make it to the top.”  With the gusting winds and masks, we were yelling to hear one another.  “You’re so close,” I said. “Keep going. If I don’t make it, it’s okay. I want you to reach the goal.” He turned, and darted up the rocks. I plodded on. Rock after rock. Cold fingers turning red and numb. Feet slipping in the crevices of small boulders. And suddenly I was there. Jack was standing on the peak looking back at me. Once we were there, we spotted a line of rocks with a small decline into an open green area of grass. We slid behind this natural windbreak. After catching our breath, we took off our masks and looked around. If you’ve ever climbed the summit of a mountain, you know what that moment is like when you are on the top of the world. The valleys and other mountain ranges lay before – a panorama of trees, rocks, valleys, clouds and sunlight. We sat down, unpacked our lunches and soaked it in while we rested. “We made it,” I said.  “I’ve never been so tired in my life,” Jack replied. “Was it worth it?” I asked. “Yes.” This past week, Jack and I were looking through the photos from that climb. “Dad,” he told me. “I think that will be one of the best memories of my life. I can’t remember ever doing anything so hard.” As I wrapped up my visit with the team of school leaders this week, I shared the climbing story with them. I explained that as I’ve thought about our climb and Jack’s words this week, I couldn’t help but think of the mountain educators are preparing to climb in the days and months ahead. Whether your district has decided to begin classes remotely or in-person, no scenario will be easy. You’ll be navigating paths none of us has ever climbed before.  What to expect in a hard climb Hard climbs require courage and determination. They require planning for the knowns and expecting quick decisions when you face unknowns. The climb is easier with strong teamwork and encouragement from one another.  Hard climbs with teams require selfless moments and looking out for others. But something else surprised me in my climbing story. In our most difficult moment, the one item I never expected to help was a mask. Who would have ever thought those masks would provide us just enough protection from the elements and cold to keep us moving forward to reach our goals? Let’s Wrap This Up If you are like me, you are not looking forward to a school year of protocols and personal protective equipment. You’re not looking forward to blended options, virtual meetings, or social distancing. And it’s okay to admit that. But it’s also important to realize you are not climbing the mountains ahead by yourself.  As educators, we are all in this together. No one has more experience than anyone else in mitigating the factors of school leadership during a global pandemic.  No one understands the best outcomes yet for combining remote learning with entire cities or communities of school children.  No one knows when the numbers will finally decline to levels where we return to life before COVID-19. But we do know this: We always face obstacles better when we move forward together with hope…when we commit with determination…when we rely on teamwork.  And who knows, someday we may even look back at all the masks and see how in the end, they helped us reach new summits together. Now It’s Your Turn How would you describe your own emotions going into the new semester? Be honest. Then ask yourself, how can you support those on your teams with how they are feeling moving forward. Be the one who commits to hope, and reach out to at least one other educator to remind them that you are pioneering in this together. The post PMP204: We are all Pioneers and Tweeners this school year! appeared first on Principal Matters.

One of the biggest challenges for the a new school year is deciding how to mitigate concerns for safety while ensuring ways to still actively engage, support, and reach students. Photo by Kelly Sikkema – Creative Commons No known copyright restrictions https://unsplash.com/@kellysikkema?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit In this week’s podcast episode, Dr. Jeff Springer shares takeaways from his research on the power of P.L.A.Y. in schools and offers suggestions for school leaders to keep in mind as you serve either in-person or from a distance. Meet Dr. Jeff Springer Dr. Jeff Springer is a former Texas High School Head Football Coach and eleven-year veteran of the classroom. He is also formerly the Principal at Magnolia High School (2002-2016), in Magnolia, Texas. In 2013, he was selected as the State of Texas TASSP State Principal of the year. An educator for 34 years, Dr. Jeff Springer is now the founder of Spring Strategies LLC and the G.O.A.L. TEAM (Getting Others to Achieve Higher Levels), created for helping high school students and young adults to maximize their personal leadership potential. Jeff resides in Montgomery, Texas with his wife of 38 years. They have two children, and two grandchildren. Conversations on P.LA.Y. As a part of his dissertation work, Dr. Springer researched the power of play, especially at the secondary level. In this podcast episode, we explore how he turned those findings into an acronym for leadership takeaways: WDP: Let’s talk about your work with educators on understanding the power of play. What are the four tenets you teach using the acronym P.L.A.Y.? Dr. Springer: First is People. Everyone needs to feel connected. We all need others in our lives. Typically in life and in the workplace the greatest accomplishments have been obtained when a group of people all connected together achieves a common goal. Next is Love: Impressive empathy should be evident in the leader’s relationships. Even in the specific plans to consider team members deficiencies. Every individual should be able to establish their own plan of action with the coaching of the other team members and facilitators as well. “Impressive empathy should be evident in a leader’s relationship.” – as Michael Fullan says. Then Acknowledge: Great leaders find ways to acknowledge success in others and show transparency in their own failures. Transformative cultures thrive on acknowledgment of their most important resources – each other. Finally, Yearn: “Positive deviance” should be an aspect of the leader’s ability to see things differently. Throughout the process, each individual must have opportunities to express their concerns and need for support in the goal areas. WDP: How would you connect these tenets to the principal or school leader who is thinking about engaging his or her students, teachers or community members? Dr. Springer: During my dissertation, I interviewed 12 different secondary principals (assistant and principals) in the greater Houston area. 36 face-to-face interviews about their perspectives and experiences with the elements of P.L.A.Y.  The assumption is that at the secondary level, we don’t always emphasis play. There is also a gap in the research of play in secondary levels. The number one barrier was their leadership style. The challenge for leaders is to give yourself permission to “play”, use your strengths, and operate through engagement.  Your ultimate goal should be to move from excellence to eminence. Look through that lens at every program in your school. Students should be reminded every day: “You are valuable, complete and loved!“ WDP: A lot of leaders are struggling right now as they think about an upcoming school year during a pandemic as well as leading communities with concerns over inequities. What thoughts do you have for other leaders moving forward? Dr. Springer: Stewart Brown said, “Where there is peril, there is no play.” Not playfulness, but opportunities for connecting, imagining, problem solving, collaborating and innovating. Behind food and shelter, play is the third (and often most neglected) essential all humans need. Even though safety is paramount, we must still find ways to embed this third element for students, or we will not really meet their needs. WDP: Any other books, content or resources you’d recommend to school leaders as they want to keep growing through the summer? And any parting words of advice for school leaders? Dr. Springer: I’d recommend Shine: Using Brain Science to Get the Best from Your People by Edward M. Hallowell. Also, the 2014 article Elements of Play, by Scott Eberley. My parting words of advice are: Don’t underestimate the power of the principalship. Ask yourself, “Am I really making a difference?” The answer is yes! School leadership is calling. You are saving lives, and you set the tone. But you must PLAY.  How can listeners stay connected with me? Find me on Twitter @cultivatingplay. Or my website: Cutlivatingplay.org. Or reach out by email: Jeff@cultivatingplay.org. Now It’s Your Turn Listen to the entire episode for my takeaways and bonus conversation. This week ask yourself: What are ways I can keep people, love, acknowledgement, and yearning as tenets that inform the way I lead and serve? Even as you take every step to ensure safety as you move forward in uncertain times, do not underestimate the power of the connections and relationships that create the learning foundations and safety-nets for your school community. The post PMP203: Cultivating PLAY in Leadership with Jeff Springer appeared first on Principal Matters.

As you think about your own leadership, I’m curious if you give yourself the kind of scrutiny you may give your own team members? In other words, are you allowing the kind of self-reflection where you first identify your own areas of needed growth before asking others to grow? These are the thoughts and questions I had in mind as I finished Dr. Muhammad’s book, Transforming School Culture: How to Overcome Staff Division (Leading the Four Types of Teachers and Creating a Positive School Culture), available now in its 2nd edition from Solution Tree Press. In this week’s podcast episode, Dr. Muhammad discusses takeaways from his book as well as his reflections on current events, including responses to racism and COVID-19. Listen to the podcast version for full context and feedback in this important conversation! Meet Dr. Muhammad Anthony Muhammad, PhD, is a much sought-after consultant. He currently serves as the CEO of New Frontier 21 Consulting, a company dedicated to providing cutting-edge professional development to schools all over the world. His tenure as a practitioner has earned him several awards as both a teacher and a principal. When he was principal of Levey Middle School in Southfield, Michigan, his school was recognized as a National School of Excellence, as student proficiency on state assessments more than doubled in five years.  His work has allowed him to work with schools across all U.S. states and throughout the world. Dr. Muhammad is recognized as one of the field’s leading experts in the areas of school culture and organizational climate. He is the author of several books on school culture and education leadership. Exploring School Culture WDP: As you study school cultures across the U.S., what do you see as a solution for struggling school systems? Dr. Muhammad: A great book, Tinkering Toward Utopia: A Century of Public School Reform Revised Edition by David B. Tyack and Larry Cuban, is an analysis of the American public school system from its inception. The infrastructure is solid. It doesn’t need to be dismantled; it needs to be improved. Although many students have great opportunities, those same options are not available for all students. What are the barriers keeping all students from having access to those options? This is where school leaders need to confront the systemic biases that often keep disablied students, second-language students or other margenalized populations pathways to those same opportunities.  WDP: Could you give listeners a quick overview of the four types of educators you identify in your research and the effects they have on school culture? Dr. Muhammad: How can schools with the same challenges end up with such different outcomes in reaching goals or failing to overcome obstacles? The answers are mainly sociological. The competing ideologies are seen in the cultures and sub-cultures within schools. Who carried the weight of influence determined who had the outcome. Healthy versus toxic cultures depend on four kinds of people: Believers: These people embrace change, self-reflection, and possess a determination to personally contribute to improvement leading to student outcomes. In healthy cultures, these people have the most influence. In toxic cultures, the voices of believers are drowned out by those who are negative and selfish. The challenge to the believer: you must learn to speak up and amplify your voices if you want a healthier culture. Tweeners: Open, optimistic, new members of the school. Administrators who invest in the proper socialization and proper professional development of new staff will see more positive outcomes. Survivors: Teachers or educators who have burned out. Often they are placed in positions outside their skills or passion areas. These people work from a position of hopelessness. Fundamentalists: “Me first” versus “we first” team members who care more about their personal outcomes than team goals or aspirations. Maintaining privilege and autonomy is primary to any other organizational goal. Fundamentalists gravitate toward one another to defame, destroy or sabotage those who oppose their individual aspirations. A fundamentalist can be very skilled but if he or she is selfish, this undermines the goals of the entire school.  WDP: How does a leader move forward when he or she is aware of these types of members on his or her team? Dr. Muhammad: You must devote time for change. This includes support and accountability. First, you must make sure your team members have the kind of support it takes to change and improve. Second, once you are convinced proper support is present, you hold members accountable for their behavior.  Then break this down into three questions: Why? Make sure your team understands why collaboration is essential for growth.  Who? Activate the emotional intelligence of others, not just academic intelligence. If your school has lots of leadership turnover, expect your staff will be apprehensive in trusting you. Understand these dynamics and lead with patience. How? Ask what you are investing for the growth of capacity in your teachers. Don’t expect change if you are not properly investing time and resources for growth. Once you’ve answered these questions and you still have resistance, then you have authority to require others to move forward together and have enough courage to make it uncomfortable for those contributing to toxic behaviors. When you do, these resistors either change or they will leave. Believers have an obligation to rally together in standing their ground in expecting others to step up and not show sympathy when others refuse to collaborate. WDP: What reflections do you have personally or professionally in response to the conversations happening in the U.S. and globally about how inequality and racism are affecting our school communities through the lens of your work on school culture? Dr. Muhammad: Calling for fair treatment is not a new fight. A society that promotes equal protection should not be called extraordinary. It is only reasonable that we expect our government shows fairness to all people. As people are fighting for justice, each community must also work for its own self-efficacy. Petitioning government is one part but so is volunteering, fundraising, etc. Self-respecting communities respect themselves first. Frederick Douglas said, “Power concedes nothing without a demand.” This first begins with ourselves. As self-respecting individuals, we can demand respect from others. WDP: Any final words or thoughts, and how can listeners stay connected with you? Dr. Muhammad: COVID-19 has given us all pause to reflect. Don’t waste this moment of introspection. It has made us reevaluate what is important, and it has made us all equal. The same level of compassion we experienced during closure is the same unity we need to bring back to school. Ask yourself how you can make the world better, and take that action.  Let’s Wrap This Up As you think about your own leadership, where do you fit into the categories of Believer, Tweener, Survivor, or Fundamentalist? Identify your own areas of needed growth, and then through that lens, assess the kinds of categories that exist on your school teams. Now It’s Your Turn As Dr. Muhammad suggests, invest the appropriate time and support to build capacity in others. Then commit to the necessary measures to hold others (and yourself) accountable to the mission of reaching all students. If you want to stay connected with Dr. Muhammad’s work and resources, check out his website at www.newfrontier21.com. The post PMP202: Transforming School Cultures with Dr. Anthony Muhammad appeared first on Principal Matters.

On March 17, 2020, many schools across the U.S. began responding to the global pandemic of COVID-19 with school closures. Most school leaders were scrambling to figure out how to keep school communities safe while adjusting to a new norm. Jen Schwanke, Principal of Indian Run Elementary in Dublin, Ohio, was no exception. While her school community swung into action, she put everything else on hold as teachers, students and families transitioned to remote learning. Ironically, this was also the release date of Jen’s newest book, The Principal Re-Boot: 8 Ways to Revitalize Your School Leadership. Recently, Jen and I recorded a podcast episode dedicated to lessons learned during school closures as well as how principals can apply the lessons from her new book to this current crisis. Jen’s New Book In this is episode, we cover several topics, including: Content helpful for re-booting a principals’ careerWhat the pandemic did it for us, to some extentShaking principals out of a rutIdeas on rebranding, revamping instructional leadership, re-envisioning teacher potential, reframing data, revisiting operations, relaxing, rediscovering and reviving ourselvesConnecting common experiencesRelying on others’ experiencesRealizing we can’t do this alone! Handling Crisis Next, Jen shares some great reflections on how principals are not new to crisis. School leaders have been forced to manage many of the following: Social injustice/racismCOVID-19Natural disastersSchool shootingsIllnesses/deaths of staff/studentsAddictionsStudent anxietyFacility IssuesInequities in school fundingTeacher misconductChanges in student disciplineSexual assaultBullyingBudget cutsGRIT developmentTrauma-Informed Strategies Remember the lessons you’ve learned from these many situations as you look forward to what is next… Cycles of Reflection Jen shares how a cycle of reflection can be helpful in three ways: React: In every crisis, we first respond with both appropriate policy and emotion to ensure student safety and well-being.Recover: Afterwards, we debrief and identify areas that need attention, people who need comforting, and practices that may need improvement.Rebuild: Importantly, we must always move forward in growth and with new perspective, hopefully wiser and better able to serve students and school communities. This cycle of learning for leadership is essential if we are going to take care of ourselves and those we serve in whatever happens next. Recovering also means not going back to the way it was. We must allow what we experience to make us stronger. Leading with Equity Finally, Jen and I share personal reflections as school leaders are responding to new calls for eradicating racism and equity. We talk about the importance of loving those who are hurting most in our school communities. Lets’ Wrap This Up As you think about the common lessons you’ve learned in the past several months, allow yourself time to reflect on ways you plan to rebuild. What ways can you help your teachers and students through what lies ahead as you have helped them through other difficult times? You will not do it perfectly, but by keeping their best interest in mind, you can do so with the same commitment that has guided you through other difficult times. Now It’s Your Turn What is one lesson you have learned through the past few months that can make you stronger moving forward? How can you help your teachers and students discover their own strengths through adversity? The post PMP201: Rebooting for the Summer with Jen Schwanke appeared first on Principal Matters.

Now that the dust has settled from distance learning, school leaders are asking: what worked, and what didn’t work? Photo by frank mckenna – Creative Commons No known copyright restrictions https://unsplash.com/@frankiefoto?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit How did you stay connected to people, or what important milestones did you miss? In this week’s podcast episode, Principal Jen Schwanke shares reflections on ways school leaders can look back at lessons during distance or remote learning. Making a list First, Jen talks about ways that leaders can reflect with a two column list: What we lost vs. What we gained. As you look back at lost opportunities like school parties, graduations, and human connection, it is important to acknowledge the loss. This also helps you continue to be real with your students, teachers, and community members while also remembering what others love about your school. At the same time, ask yourself what you gained. Perhaps your list includes: An opportunity to do a new kind of job…A break from discipline and angry conflicts…An increase in gratitude for the small things…A new way to look at challenges/opportunity… Options for next year Then we discuss options principals are considering for next year, differences in state and district guidance. School leaders must consistently ask: What is my role? Remember that one of your responsibilities as a school leader is to value ALL view-points: parents, teachers, students, community members, etc. Ask yourself, who are we trying to please? As always, you must keep asking what is best for students. But also, how does any plan you are considering also affect laws, parents, teachers? Your community members need to know you are not passing judgement on their different levels of response to pandemic restrictions or openings. They need to know you respect all opinions while doing your job to care for all students. Let’s Wrap This Up Finally, Jen shares a new motto she is adopting for the summer and semester ahead: Stop saying, “Yeah, but…” Instead start thinking, “Yes, we can.” Your school community will need someone who is willing to keep leading with optimism and positivity no matter what challenges are still ahead. Now It’s Your Turn Listen to this entire conversation for more perspectives, feedback and ideas on hybrid plans for the months ahead. What are some ideas you would add to the conversation? Email will@williamdparker.com with your feedback, and thanks for doing what matters! The post PMP200: Looking Back at Distance Learning with Jen Schwanke appeared first on Principal Matters.